Observation Survey of Early Literacy Achievement

ISBN-10: 0325009295

ISBN-13: 9780325009292

Edition: 2nd 2006 (Revised)

Authors: Marie M. Clay

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An Observation Surveyhas been used in educational systems worldwide. It has introduced thousands of teachers to ways of observing children's progress in the early years of learning about literacy. It has also helped them determine which children need supplementary teaching. Now the revised Second Edition updates this important sourcework with new data, ideas, and implementations from U.S. and U.K. classrooms. A comprehensive review of Reading Recovery in the United States by five distinguished authors is available separately at the RRCNA Web site. Authors Maribeth Schmitt, Billie Askew, Irene Fountas, Carol Lyons, and Gay Su Pinnell share their knowledge and provide persuasive evidence for the power of an early investment in changing futures of children.
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Book details

List price: $36.88
Edition: 2nd
Copyright year: 2006
Publisher: Heinemann
Publication date: 1/27/2006
Binding: Paperback
Pages: 192
Size: 8.00" wide x 9.75" long x 0.50" tall
Weight: 1.166
Language: English

Marie M. Clay started off her career as a teacher before going on to work at the New Zealand Ministry of Education in the Psychological Services Department. Some time later, Clay went to work for the University of Auckland, where for the next thirty years, she trained other psychologists for their jobs. Clay used her knowledge of normal and clinical aspects of developmental psychology to teach others as a visiting professor at the Ohio State University, University of Illinois, Texas Woman's University, Oxford University, and the Institute of Education at the University of London. President of the International Reading Association from 1992-1993, Clay still advocates a literary awareness program that urges teachers to think about literary betterment and the power of writing.

For whom is this book written?
Behind these observations there are theoretical rationales
Observing change in early literacy behaviours
An introduction to systematic observation
Observation in classrooms
Observing individual progress
Measuring outcomes
Measuring abilities
Assessments that guide our teaching
Observing oral language
Observing emerging literacy
Observing school entrants
Standardised tests are poor measures of slow progress
Systematic observation
Characteristics of observation tasks
Reading and writing: processing the information in print
The reading process
The writing process
The blank page
Seeing print from two vantage points
Assisting young children making slow progress
Traditional approaches
Early intervention
The sensitive observation of reading behaviour
The early detection of literacy learning difficulties
A teacher's observation of one child's progress
Concepts About Print
Revealing what children know
On entry to school
How much do children need to know about print?
Reading to the children
Observing progress
Using the Concepts About Print observation task
The interpretation of Concepts About Print scores
Achia's critique of this task
Taking records of reading continuous texts
Reading the messages
Another view
Records are taken to guide teaching
Records are taken to assess text difficulty
Records are taken to capture progress
Compare two Running Records on the same text
Taking a Running Record
What does skilled record-taking look like?
Two things to avoid
Select children who will make practising easier
Select some texts for practising
How to record what you see and hear
Another book read well
Why use standard procedures?
Conventions for recording
Check directional movement
Describe the reading behaviour recorded
Assessment and comprehension
A record before scoring
How to score errors and self-corrections
Some conventions for scoring the records
Some other good practices
How to quantify the Running Record
Records for two competent readers
Emma's reading
Claire's reading
Interpreting the Running Record
Think about the errors in the record
Scan the record to answer two other questions
Now look at the self-corrections
Consider the pattern of responses
Some common faults
Understanding the reading process
In older readers look for different signs of progress
Records of individual and group progress
Many uses for Running Records
School entry checks
For teaching individuals
For teaching groups
Evidence of emphasis: what things get attention in your programme?
Observation tasks for Letter Identification, Word Reading, Writing Vocabulary, and Hearing and Recording Sounds in Words
Letter Identification
Scoring the record
Interpreting Letter Identification scores
Limited prediction from Letter Identification
Cautions about assessing letter-sound relationships
An early awareness of alphabetic knowledge
Word Reading
What the Word Reading task does not do
Other 'first' word reading tests (Canberra, Ohio, Duncan)
Other reading tests (Burt, Neale, STAR)
Writing Vocabulary
Beginning writing in school
Writing samples
The Writing Vocabulary task
Scoring Writing Vocabulary
Interpreting the Writing Vocabulary observation
Keeping records of writing progress
Running records of writing progress
Writing a story
Hearing and Recording Sounds in Words
Going from phonemic awareness to letter-sound relationships
Record the sentence
Scoring standards for scoring the child's record
Observing change over time
Summarising the Observation Survey results
Change over time in early literacy learning: using stanines to follow individual or group progress
Making a summary of the Observation Survey results
Text reading and other observation tasks
Think about strategic activity (in-the-head activity)
A guide to analysing the child's problem-solving
Useful strategic activity on text
Useful strategic activity with words
Useful strategic activity with letters
A completed summary sheet for an individual child
A shorter summary might help a classroom teacher
With reading books
With writing
Two examples of Survey summaries
Multiple assessments
The teacher and the observations
The utility of observing reading behaviours
The utility of monitoring writing behaviours
Information for the education system
Information to support an early intervention for some children
An overview
New Zealand norms for the Observation Survey
Sample characteristics
Stanine scores for tasks
Graphs of score distributions by age group
Box-and-whisker plots for tasks by age group
Observation Survey age group profiles across tasks: Percentile ranks and stanines
Inter-correlations among tasks by age group
Validity and reliability reports for the Observation Survey tasks (excluding Text Levels)
Historical notes on An Observation Survey
Ohio Word Test - Administration Sheet
Ohio Word Test Score Sheet
Duncan Word Test - Administration Sheet
Duncan Word Test Score Sheet
Us norms for the Observation Survey
Letter Identification
Concepts About Print
Ohio Word Test
Writing Vocabulary
Hearing and Recording Sounds in Words
Text Reading Level
Summary of US stanine scores
List of children's examples
Pim's writing
Tony's reading
mirror writing
Achia's critique
Peter's Running Record
John's Running Record
a book read well - Baby Bear
Paul's record
Emma's record
Claire's record
Sam's Running Record
Rochelle's progress
Joan's progress
an individual record of books read
early writing samples
Sally-Anne's alphabet
Kelly's writing
Michael's story
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